Physical Education Matters
Success Stories From California
Low Resource Schools That Have
Achieved Excellent PE Programs
February 2008
Prepared by:
San Diego State University and the Active
Living Research Program, UCLA School of
Funded by and prepared for:
Public Health’s Center to Eliminate Health
Disparities and the California Center for
Public Health Advocacy.
Success Stories From California Schools That Have Achieved Excellent PE Programs
INTRODUCTION
Low resource schools face many challenges in meeting the
educational needs of their students, and improving physical
education (PE) usually ranks low on their list of priorities.
However, quality daily PE can contribute to health, academic
achievement, discipline, and the development of important
physical and social skills. Students attending low resource
schools are mostly Latino or African American, groups that
are at higher risk for inactivity, obesity, and diabetes.
High quality activity-focused PE
also create barriers to quality PE.
can contribute to solutions for these
Lack of funds in one school meant
common health problems. An earlier
PE has been dropped altogether. An
report from The California Endowment
inadequate number of credentialed
(Failing Fitness, www.calendow.org)
PE teachers results in over 50 students
showed that PE in low resource schools
(and up to 100) in each class. The
in California was very deficient in
lack of staff makes it difficult to
both quantity and quality. This report
teach skills, supervise games and
highlights success stories from low
maintain discipline. Children may
resource schools that have overcome
not be dressed-out for PE, and fights
barriers to improve their PE programs.
can break out in the locker room
There are lessons here that can be
or during a game. Insufficient time
applied by others schools.
scheduled for PE and not enough
space or equipment for all students to
PE classes in low resource schools are
participate makes running laps easier
generally less frequent and provide
to manage than skill-building activities
fewer minutes of moderate-to-vigorous
that may engage a higher proportion
physical activity than those in high
of students. Time devoted to roll call
resource schools. The challenges that
by certified teachers wastes precious
make it difficult for low resource
activity minutes. With no money to
schools to meet academic standards
maintain or replace equipment, and
Success Stories From California Schools That Have Achieved Excellent PE Programs
no funds to support staff development,
by our inability to complete assessments
“throwing out the ball” ends up being
of schools in the Bay Area. We spoke with
the norm.
district coordinators, principals, teachers,
and students to get multiple perspectives
In contrast, affluent schools have many
on the program. The stories from each
resources of funds and fewer barriers to
school outline different types of PE
overcome. They are able to provide quality
programs and different strategies used to
PE programs to students, who also have
improve PE. At the end, we identify some
greater access to after school activities.
of the common themes contributing to the
These schools can afford new equipment,
success of these innovative schools.
modern facilities and sufficient staff to
deliver quality PE to small class sizes. Extra
funds are often supplied by parents, who
have connections to other sources of funds
and resources. Affluent parents also have
more discretionary time to support PE staff
as playground monitors or coaches.
Despite major obstacles, some low resource
schools have developed very successful PE
programs. We sought out these schools to
present examples of successful programs
to inspire and instruct other schools with
similar resource challenges. Schools were
selected based on meeting the required PE
minutes (200 minutes per 10 school days
at the elementary level and 400 minutes
at the secondary level), more than 50% of
students receiving free or reduced price
lunches (FRPL), and more than 50% of the
students being Latino or African American.
These schools saw improvements in student
FitnessGRAM results with their program.
We identified elementary, middle, and
high schools from urban and rural areas of
California, but one limitation was imposed
Physical Education Matters
Quality PE
Case Studies
Keiler Leadership Academy (KLA)
Middle School (Charter)
but they are sure it has been worth it. The
book Grant Writing for Dummies provided
a great place to start learning this skill.
The Chargers’ grant paid for a large exercise
P
7270 Lisbon Street, San Diego, CA 92114
room with plenty of equipment for all the
P
(82% FRPL, 55% Hispanic,
children, the Nike grant helped buy active
34% African American)
P
Program: 3 PE staff implementing
electronic games. The kids love this room
California state standards-based
because it offers a variety of activities
curriculum with support of grants.
(treadmills, stationary bikes, weights
stations, medicine balls, resistance bands,
Dance Dance Revolution), and they can
In 2003 KLA, unfortunately, was considered
learn how to work out on their own. They
one of the top 10 most dangerous schools in
usually spend half the PE class time in this
California. There were frequent fights
room. The principal tries to provide new,
in the locker room and only 7% of students
age-appropriate equipment each year, and
were passing all 6 FitnessGRAM tests.
the variety of equipment helps to keep the
By 2007, over 60% of 7th graders passed
children engaged and interested.
all 6 tests. Although KLA became a charter
school in 2005, they face resource chal-
The Cox Communication grant supported
lenges like other low income schools. As a
the Character Counts program. The kids
charter school they also face the pressure of
happily recite the six pillars of character;
re-assessment every 5 years with the threat
trustworthiness, respect, responsibility,
of closure if the school does not meet API
fairness, caring and citizenship. Each PE
(Academic Performance Index) standards.
class focuses on one of the pillars. They
have taught the children valuable social
Funding
skills (such as conflict resolution) and
One key to their successful PE program
contributed to class discipline, providing
has been applying for grants. They
talking points and aims for cooperation in
were awarded a $2,500 Michael Jordan
team games. Some of the children have had
Fundamentals Nike Grant, a $40,000
disruptive childhoods and have missed out
Chargers Champion Grant, a $10,000 Cox
on these social and personal development
Communications Grant and in 2007 they
skills. The Character Counts Program has
received a Federal PEP grant. The PE
been so successful in PE that the school
teachers, with the support of the principal,
plans to implement it in other subjects, too.
spend a lot of time writing grant proposals,
Success Stories From California Schools That Have Achieved Excellent PE Programs
Administrative Support
This allows students to follow the appropri-
The improvements in PE could not have
ate curriculum for their age each year and
been possible without the support of the
means students are at similar skill levels in
principal, Patricia Ladd, who tries herself
each class.
to exercise every day and can attest to the
benefits of keeping active. “Perhaps all
principals need to experience a fitness
regime,” she muses, “then they might
appreciate the benefits of PE more.” She
believes that optimal learning can only
occur when the body and mind are fit.
While financially it would be easier to
employ only two PE teachers, Principal
Ladd insists on having three qualified
PE staff to ensure class sizes can remain
small (about 30-35 students per PE class).
The students appreciate this as they have
more space to be active and more attention
from the staff. Small class sizes also help
minimize conflicts. The school day is split
into 90 minute periods for each subject,
including PE. This means there is sufficient
time for the kids to be active and learn
skills. The children have to “dress out” for
PE, class monitors hand out spare clothes to
those who have forgotten, and dressing out
is enforced by threat of an in-school suspension. Not only does the 90 minute period
permit high quality PE, but each day the
three PE staff has the first period together
for planning, grant writing, curriculum
development and training. Pupils at KLA
get 90 minutes of PE every other day for a
total of 450 minutes of PE every 10 days (50
minutes over the mandated minutes) and
pupils in class are from a single grade level.
Staff Commitment
and Development
The staff is very creative at KLA, inventing
different games. Pickle ball is tennis & ping
pong combined, and the Cougar games are
a mini Olympics. Many of the kids actually
feel like PE is “free time.” “We make it
fun so it seems like free time, but really it
is very structured and disciplined,” said
Ashley Wirth, a PE teacher. The three PE
staff (two female and one male teacher)
are clearly very passionate, but most
importantly, they work as a team. For
example, they make sure that locker room
discipline is consistent for the boys and
girls. Organization and discipline are vital
to maximizing the amount of time spent in
moderate to vigorous activity. Lesson plans
are posted in the locker room and outside,
so the children know the routine and what
is expected of them. This sense of purpose
means they walk away from PE feeling like
their time was not wasted. There are fewer
locker room fights, the kids can be active in
a safe and positive environment and more
are passing the fitness tests. Principal Ladd
believes PE teachers can change children’s
lives. “You can see it in the kids’ faces,” she
says, “They respect these PE teachers.” The
staff was also able to use their prep period
to develop their own curriculum based on
the California Content Standards.
Physical Education Matters
In low income schools, like KLA, quality
the school’s compliance with the state
PE allows the pupils to try sports and
mandated 400 minutes of PE every 10
activities that they would not have access
days. To get the extra minutes required,
to outside of school, like golf and tennis.
the PE department has worked proactively
Some kids even miss PE on the weekend
with the other staff to develop a daily five
when they don’t have access to programs
minute PE period with work booklets, and
and equipment. The kids feel pumped up
even internally produced exercise videos.
after a PE class where the activities are
The extra five minutes each day provides
constantly changing and time seems to fly
the additional 50 minutes required to meet
by. For one student who was grounded at
the 400 minute mandate. This unique
home, because of his parents’ concern for
solution demonstrates the creativity and
his safety, PE was his one time to do fun
commitment of the three staff in the PE
stuff. Another boy thought it kept him out
department. They were able to work with
of trouble. Ashley encourages her children
the staff in other subject areas to integrate
to take the lessons they learn in PE to their
activity breaks into the rest of the school
homes and encourage their family members
day because the staff appreciates what PE
to be active.
does for the kids, particularly when pupils
are less rambunctious after a PE session.
PACIFIC BEACH MIDDLE SCHOOL
P
4676 Ingraham Street,
San Diego, CA 92109
P
P
Administrative Support, Funding
and a Strong PE Department
(67% FRPL, 67% Hispanic,
PB middle school has a very supportive
7% African American)
principal. Principal Michelle Irwin
Program: Three PE staff implementing
California state standards-based
appreciates having a strong PE department
curriculum and International
and notes its many positive effects on the
Baccalaureate with support of
additional grants.
school climate. She believes that a strong
PE department results in fewer social
For those of you who know San Diego,
Pacific Beach (PB) will not immediately
spring to mind as a low resource area.
But the school certainly faces financial
challenges, and 55% of the children are
bused in. One consequence of budget
constraints in 2007 was the reduction of
the 90 minute PE block every other day
to 70 minutes, posing a problem for
problems for the whole school. “PE is
when the school culture comes alive,”
she said. “PE is a lot more than learning
to play sports; it is about team building,
relationships and communication.” She
sees the PE department as an integral part
of the school. If there are social problems in
English or Math and grades are suffering,
PE provides an outlet to address them.
Success Stories From California Schools That Have Achieved Excellent PE Programs
Principal Irwin definitely has great respect
PB was awarded a San Diego Chargers
for her PE staff. PE is not performed within
$25,000 grant for a fitness room. This room
the confines of a classroom; it is outside
provides opportunity for non-traditional
in view of everyone and in a large open
activities like Dance Dance Revolution,
space where it is much harder to enforce
which engages many of the less-motivated
discipline. If PE teachers only throw out
girls in the school. This may be important,
the ball, then it is hard to support such a
as research has shown that girls are less
program and see the need for certification
active than boys in traditional PE programs.
and training. In contrast, the teachers at PB
Certainly, teaching traditional team sports is
are always trying to find new and fun ways
easier, but the staff at PB likes to challenge
to keep the children on the go with activities
themselves, as well as the students, and a
that they will enjoy for life (like orienteering
wider range of activities allows more kids to
or golf). Principal Irwin believes that if
be successful. Part of the education process
principals could see successful programs,
is teaching both kids and parents about
like the one at PB, then they may develop
the scope of PE beyond traditional sports.
higher expectations for PE and make it a
Parents often talk about how their kids love
greater priority in their school.
PE, and the Parent-Teacher Organization
has been very supportive, having given the
Principal Irwin evaluates her PE staff like
PE department several small grants. The
other staff members, reviewing their lesson
school has also developed a relationship
plans, giving feedback and conducting
with the PB recreation center and can use
walkthroughs and mini observations. To
the grass areas for PE.
improve team cohesion, all PE three staff
together attend three conferences a year to
help with their professional development.
They work as a team with a common prep
period and use radios to keep in touch
and coordinate activity changeovers.
The dress-out policy is enforced by the
administration, and the PE lesson plan is
Emory Elementary
P
1915 Coronado Ave. San Diego, CA 92154
P
(57% FRPL, 66% Hispanic)
P
Program: SPARK (Sports, Play and Active
Recreation for Kids) PE. Classroom
teachers instruct students in PE with
periodic assistance from a SPARK-trained
PE specialist.
posted in the locker room so the students
know what to expect. Classes are usually a
combination of cardio, team building, and
Making PE a Priority
skills development.
The SPARK PE program has been in Emory
Elementary for 10 years now. The school
was nominated for a No Child Left Behind-
Physical Education Matters
Blue Ribbon Scholars Program. This award
of the day and let them play before
is given by the California Department
sending them home. Teachers did not
of Education (CDE) to honor public and
have the training or equipment needed
private schools that are either academically
for PE. Now teachers instruct their students
superior or demonstrate dramatic gains
in various skills and also focus on fitness.
in student achievement. The principal,
Mr. Kinnamon and other teachers credit
Dennis Malek, believes the school’s PE
Principal Maleck for consistently making
program contributes greatly to the academic
PE a priority in their school.
achievement. Principal Malek had SPARK
in his previous school and brought it to
Continued Staff Development
Emory. He’s read the research and knows
Principal Malek believes one of the key
how important physical activity is for
elements in the success of the SPARK
academic achievement. Even the students
program at Emory is the monthly specialist
seem to know this, as one pupil claimed,
consultant. Although the teachers are
“If we didn’t have PE, I’d get worse grades
trained to implement the program, Principal
because I wouldn’t be paying attention in
Malek feels the consultant boosts staff
class.” They have 60 minutes of PE at least
motivation and commitment to the
two days a week and run every morning,
program, provides on-going training,
which helps to wake the students up and
and brings in something new each month.
readies them to learn in the classroom.
Teachers believe the specialist is a key to
their success. The specialist comes to the
Although the teachers feel the pressure
schools 14-16 days each year, and teachers
of reading and writing performance
say they are just as excited as the kids to
demands, they realize that PE helps the
have the opportunity to learn new skills
kids concentrate in class and achieve higher
and activities. Naturally there is a cost
grades. Most classroom teachers participate
associated with this, $6,000-7,000 annually,
in the SPARK program and the few who
but the money is found each year through
do not still take their students outside for
the Parent Teacher Organization, the
PE. The lead teacher for PE, Mr. Kinnamon,
site council and the Washington Mutual
helps organize the PE schedule, ensuring
WaMoola for Schools program. WaMoola is
equipment and space is available for
a free program that allows individuals to
each class at their designated time.
designate a specific school to receive ben-
Mr. Kinnamon remembers how things
efits each time they make purchases with
were before the school had the SPARK
their debit cards. Dennis Malek feels lucky
program for PE: teachers took their
that he has not had high teacher turnover
students out for 20 minutes at the end
at the school, so little additional training of
Success Stories From California Schools That Have Achieved Excellent PE Programs
new teachers has been needed. To him, the
teachers seem happy in the school, “perhaps
because SPARK keeps them active and
refreshed too.”
Norwood Elementary
P
2020 Oak Street, Los Angeles, CA 90007
P
(93% FRPL, 97% Hispanic)
P
Program: Healthy Eating and Active
Community (HEAC) Site with Specialist
Keeping Everyone Active
PE teacher two times per week.
As one student explained, “We don’t have
as much time outside of school or the
equipment to do the things we do in PE
classes.” This 5th grade pupil was certainly
Physical Education Matters
wise beyond her years; “PE teaches you
Norwood Elementary is a Healthy Eating
to be fair and patient so you won’t get
Active Community (HEAC) pilot project
in trouble at home.” SPARK’s priority is
school, selected by the district PE Advisor,
keeping all the kids active for as much time
Chad Fenwick, because of the principal’s
as possible. One way of playing softball, for
interest in participating. The program aims
example, is using a tennis racquet to hit the
included: 1) Help classroom teachers to
ball (to increase the chance of success). Not
become more competent PE instructors;
only the batter but the whole team had to
2) Ensure that students receive 200 minutes
run around the bases, and everyone in the
of PE every 10 days, helping them to be
fielding team had to reach the ball and pass
more fit, learn skills and have fun in PE;
it between their legs and over their head
and 3) Help students to perform better
before the next play. Students also
academically and have fewer behavior
stay engaged because there is enough
problems in class. HEAC funding from
of a particular type of equipment (i.e.
The California Endowment provided a PE
basketballs, soccer balls) available for each
specialist two days a week to the school to
child to have their own to practice with,
lead PE, with each class, at least one day
so that everyone is actively participating
per week. Teachers did not get a free period
after a skill has been taught. This is what’s
when the specialist was there—they took
important to the principal--all the kids are
part in the class and learned the activities,
involved. The games and skills learned
which they use when they teach the PE
in PE are transferred to recess time where
classes themselves. At first, classroom
kids of different grades can play together
teachers did not appreciate the disruption
because they all have learned the same
of the program and did not buy into the
activities. This helps with discipline
importance of PE. Now that they have
problems in recess.
received some training and experienced
how the children enjoy and respond to the
The Children Benefit
program, they are motivated to keep the
Principal Goldman at Norwood thinks
program going. One teacher saw success
that, in general, principals do not know
reflected in her students’ reading levels.
what a good PE program looks like or fail
At the beginning of the school year, 20%
to realize its potential to help students. She
of her students were reading at grade
is grateful for the support Chad Fenwick
level. By end of the year, all except two
gives her school by providing opportunities
were reading at grade level. She states the
to improve their PE program and training
only difference between this year and the
for teachers and principals. She feels PE is
previous year was that the students went
an important experience for children who
out for PE every day.
may not be high academic achievers. PE
provides them with something they enjoy
PE Specialist’s Role
and are good at, and motivates them to
The PE specialist, Adriana Camara, was
stay in school. The PE program and after
supported through the HEAC project for
school programs are particularly important
two years. To continue the program, the
for children living in the Norwood school
principal hopes to use state funding [SB
neighborhood. It is unsafe for children to
601] to hire a certified PE teacher for the
play outside because of gangs and drive-by
school. Before the new program, some
shootings, and most families cannot afford
of the kids were bored and not confident
sports equipment for their kids. Although
during PE. Now they have learned new
the Norwood program has not yet been
skills and activities, which they like teach-
evaluated, the principal has observed that
ing to their friends and family outside
the kids seem healthier, classroom behavior
of school. The students have a sense of
has improved, and academic achievement
achievement, success and pride, and say
may have improved as well. Principal
that they feel happy, strong and in shape.
Goldman feels active PE helps students
While the school has benefited from the
stay alert in class, and if it helps them lose
HEAC program, they have also explored
weight, will also reduce bullying. One
commercial sponsorship and have written
student was delighted to have lost three
many grants, including a successful Nike
pounds, and another felt that being fit could
Jordan Fundamentals award. Classroom
help him fight back or run away should any
teacher, Trish Birk, dedicates time to surfing
trouble arise.
the internet and finding opportunities for
funding or equipment from many different
grants, foundations and businesses.
Success Stories From California Schools That Have Achieved Excellent PE Programs
Sanger Unified School
District- Jefferson Elementary
Community Support
Among the elementary schools, Jefferson
P
1110 Tucker Avenue Sanger, CA 93657
Elementary is a prime example of the
P
(88% FRPL, 97% Hispanic)
District Program-PE specialist teaches
program’s success, despite serving a low-
P
all students PE 2-3 times per week.
resource area. Students at Jefferson receive
PE with a PE specialist for 30 minutes three
times a week in grades K-2 and grades 3-6
have 45 minutes twice a week. Classroom
staff take the children out for PE for the
Funding for PE Specialists
additional minutes to meet the mandate.
Sanger Unified School District is a small,
School principal, Cathy Padilla recognizes
rural school district with a unique program.
the importance of PE and its impact on
Thirteen PE specialists are each assigned
academic achievement. She has followed
by the district to teach PE to elementary
the research on PE and recognizes the
students. Traditionally, PE was taught by
importance of getting the blood flowing to
classroom teachers and kick ball or Duck,
the brain throughout the day. Her students’
Duck Goose were the norm. Participation
test scores have improved compared to
rates and fitness levels were low. Then, to
similar schools in other districts. Principal
meet requirements for non-instructional
Padilla believes “the PE program can dictate
time, aides were hired to take children out
the culture of the school.” She feels lucky to
for PE. It was clear that these aides were
be in a district that prioritizes PE and also
not qualified to teach. Consequently, in
to have Melissa Contreras, the full-time PE
1999, the Superintendent hired six full-time
specialist and Andrea Catanesi-Mann, who
PE specialists, using earmarked funds from
works at the school part-time.
the general fund. Despite changes in the
administration, the program has remained
in place and expanded to 13 specialists,
as a result of the strong support of teachers
and the teachers’ union. Classroom teachers saw the improvements in students’
behavior and health, and they bought into the
program. Some years the equipment budget
is used to support the staff, because the
district thought that the staff were the key
and could be creative even with less than
optimal equipment.
10
Physical Education Matters
The schools also try to involve parents
and the community in the school. Because
Sanger is a small community, this is more
manageable. The community has five key
values (respect, responsibility, family, caring
and trust) which are advertised widely.
Melissa is trying to reinforce these values in
school by imprinting the words on the PE
equipment. Parents will also be encouraged
to attend classes, such as folk dance, in
the school with their children. Involving
parents in their children’s activities is a high
priority. One program gives children extra
credit if they exercise out of school with
their families.
District Support
San fernando high school
P
11333 O’Melveny Avenue, San Fernando,
CA 91340
P
(81% FRPL, 98% Hispanic)
P
Program: Daily PE where California
Content standards are taught with an
emphasis on physical activity.
Danella Barnes, Sanger USD Elementary
PE Coordinator, recounts their progress,
“The year after we first began, 21% of the
5th graders were passing 6 out of the 6
fitness standards. Last year, 35% passed
all 6 standards. Our goal for this school
year is 40%.” Ms. Barnes is responsible
for hiring and assigning the PE specialists.
She provides support to the specialists,
works with schools to schedule PE and
provides staff development. Compared
to surrounding districts, she believes the
district’s small size has helped her build
strong relationships with parents and the
community. Sanger also recognized the
importance of seeking additional funds
and hired a grant writer who was
successful in securing a Carol M. White
PEP grant. Currently, Danella is working
in the elementary level, but she hopes the
funds from the Fresno County Office of
Education’s PEP grant will allow more
development of the PE programs in
San Fernando High School is a year-round
school where students have daily PE, and
the rotating schedule allows 540 students
to participate in PE at any given time.
Classes are taught by a team of PE teachers,
who focus on teaching the PE state standards
to their students while keeping them
engaged in physical activity for at least
50% of class time. A few years ago,
however, the situation was not exemplary.
Lead teacher, Jodi Eyraud, recalls the PE
program lacked structure and accountability.
FitnessGRAM pass rates were low, indicating that something needed to be done.
About half the students are now passing
their FitnessGRAM test, compared to 20%
in previous years. Improving their ability
to run and passing the tests gives students
a great sense of achievement.
secondary schools. Danella is proud of
State Standards
what her district has achieved, despite
Provide Accountability
its small size.
When the state PE content standards came
out, Jodi was on leave, so she had time to
read through them and think about how
to improve their program. They started
by setting up a jogging program, and Jodi
Success Stories From California Schools That Have Achieved Excellent PE Programs
11
began to give professional development on
The school has also received funding and
the standards to the other PE teachers at
support from outside organizations. Last
her school. Through her efforts, the PE staff
year, they received a Sound Body, Sound
came together as a group and created lesson
Mind grant, which provided fitness equip-
plans along with a rotating schedule. The
ment, along with a curriculum and text
schedule allowed teachers to instruct on
entitled “Fitness for Life.” The grant did
specific units they were passionate about.
not include fixing up an area to house the
Jodi also believes that the schedule is key
fitness equipment. Funding came from an
to keeping everyone on task. Class sizes
unlikely source: the school was approached
average about 55-60 students, and each
by a productions company to film scenes
month every PE class focuses on a different
from their movie in their gym. The grant
unit. Jodi worked with the head of the PE
also did not provide for maintenance of
department and also with Principal Lee
the equipment, which Jodi hopes to fund
to formulate and implement the rotating
by opening the fitness center up to the
schedule. Principal Lee is an enthusiastic
community at a minimal cost to users.
supporter of PE, given his background as
The PE staff has also accepted invitations
a PE teacher, athletics coach, and former
from companies such as the wave board
college athlete. He sees the value of PE not
manufacturers and hula hoop vendors to
only in light of student health and fitness,
let students use their products for a 1-2 day
but also in student achievement. He believes
demonstration. The variety of activities
that if the students feel good (physically)
help keep the students interested, as well as
then they will have more energy to study
engaging students who are not athletes.
and focus better .
Different Skill
12
Physical Education Matters
Creative Funding Options
Levels Acknowledged
Despite a dedicated staff, the school still
Students at San Fernando like PE because
faces a lack of funding for equipment.
it allows them to interact with other
Principal Lee supports PE requests for
students, unlike the traditional academic
one-time expenses by allocating district
subject format. They are able to learn about
funds given to the school, but these funds
teamwork, feel free to be themselves and try
cannot cover the many needs of the
new things without fear of embarrassment.
program. One solution has been to find
Students are able to self-select their level
creative solutions using the equipment they
of skill and divide themselves into three
currently have. In addition to traditional
groups- Rookies, Semi-pros and Pros. This
sports, PE teachers will play games of
system, designed by one of the PE teachers,
their own creation with the students.
allows students of similar skill levels to
play together and be more active. Before
a football.” One pupil felt that they were
these play-levels were implemented, only
required to pass the fitness test, but that
the more athletic students played and
the equipment and class sizes did not
the others sat or stood-out for the game.
support this. She didn’t feel that this
Physical activity within PE is important to
was fair, because she understood that
the students, who recognize most of the
supporting PE benefited society as a
exercise they get is during PE class- “if we
whole, helping to keep medical costs down.
didn’t have it (PE), we wouldn’t get any
activity.” They also think it is important that
These schools have had to battle against
the teachers participate in the class and also
the odds, yet have managed to overcome
do push ups. To make sure students receive
the typical barriers that low resource
the needed exercise and participate in
schools face when trying to provide
class, students are expected to dress-out for
high-quality PE. We summarize below
PE. Three non-suits results in suspension.
the lessons we have learned from these
Principal Lee and the deans were former
schools and hope you can apply them
PE teachers, and they support the PE staff
to your own situation. Providing quality
when disciplinary actions are needed.
PE is not easy, but it is worth it.
Students do not resent the structure; rather
I do…I never dressed-out or listened--now
Lessons Learned
from the Case
Studies
I do, and I enjoy it.”
P
they seem to respond positively to it. One
student recalls, “Before I didn’t like PE, now
In schools located in low resource
neighborhoods, PE time may be the
Students described what they would tell
only chance children get to be active
the Governor about PE and what they
and try certain sports. Students
would like to spend additional funds on.
who do not have access to parks or
“Money for someone to come to the school
sports clubs outside of school rely
to teach us a new sport…one time someone
on schools to provide active and
with wave boards came and it was cool.
enjoyable PE. Many children love
One of the sports could inspire a kid to
PE because it is fun and teaches
be something greater than he would have
them physical and social skills
been without it.” One girl said, “He should
they do not learn elsewhere.
see that if you were to eliminate PE out
P
High-performing low-resource
of the schedule, there won’t be time to be
schools use supplemental funds
active...I’d ask for things like skateboards,
to improve PE. Low resource
fun things you can do rather than throwing
schools must develop a strategy
Success Stories From California Schools That Have Achieved Excellent PE Programs
13
for obtaining supplementary funds.
should read the research on the
District PE coordinators and princi-
benefits of PE and become physically
pals can help their teachers find and
active themselves as a model for all
write grants and set aside time for
teachers. Non-PE teachers are also
grant-writing. Grants can be sought
likely to support dedicated PE time
from professional sports clubs, local
because the children return to class
businesses, or even school and PTA
awake and ready to learn.
councils. Grant monies tend to be
14
Physical Education Matters
Ensuring reasonable class size is
spent on equipment. However, funds
essential for quality PE. Principals
should also be allocated for staff
need to hire enough staff members
development and special curricula,
to have small PE class sizes (about
because these are proven ways to
30 children) or class sizes comparable
improve PE. If equipment grants are
to other subjects. Small PE classes
not available, principals can assign
give children more space to be active
money each year for updating PE
and more attention from the teacher
equipment. Kids like having a variety
to develop skills and maintain
of activities and fun equipment to
discipline.
play with, and new equipment keeps
P
P
P
Providing non-traditional PE
them engaged and interested if staff
activities makes PE more active
are adequately trained to organize
and fun for all students. In some
and supervise their use. If having
schools, PE is mostly traditional team
space for PE is a problem, partnering
sports, which usually includes more
with a local park or recreation center
standing around and waiting than
is a common way to expand facilities.
activity. In schools where all students
Scheduling enough time for PE is
experience success, develop skills,
critical. Principals must prioritize
and are active for the majority of
PE and schedule sufficient time. If
PE time, modified games and
PE staff has a common preparation
alternative activities are taught.
period together, this helps them
Active, involved PE classes require
coordinate classes and follow
staff with specialized skills. Training
common curricula. Principals who
and opportunities to go to confer-
make time for PE consider it a
ences or visit other schools with
priority because it helps to increase
successful programs are needed to
concentration, discipline and aca-
develop teacher skills in getting all
demic performance. To understand
kids active. District PE coordinators
the importance of PE, the principal
and principals need to be aware
of specialized activity-focused
also helps students know what to
programs and support staff
expect and not waste time transition-
development in adapting
ing between activities. Clear rules,
traditional games. Teachers
signals, and simple instructions can
should provide a variety of games
help PE classes stay orderly.
and activities, including ones that are
P
P
less competitive, keep the whole class
These lessons from administration and
active, and do not require a high skill
teaching staff of low-resource schools can
level for success and engagement.
provide inspiration and instruction for
The National Association of Sports
overcoming common barriers to active and
and Physical Education (NASPE)
enjoyable PE. While there is no one simple
provides appropriate PE practice
solution or model that is likely to work for
booklets for each age group.
your school, these examples should provide
(http://www.aahperd.org/NASPE/
you with some ideas and action points to
peappropriatepractice/index.html)
improve your own PE program. If your
Role modeling and personal
school is not meeting the required minutes
investment and involvement in
of PE, if your students are not active for
physical activity participation by
half those minutes, if the majority of your
school staff are important. Several
students are failing their FitnessGRAM
people commented that student
tests, if you do not have enough equipment
participation was spurred by teacher
to implement the California State Content
participation in their PE activities,
Standards, then you may be able to adopt
and that principals’ physical
some of the ideas and actions presented
activity experiences influenced
in these stories. NASPE also has a list of
their decision-making to prioritize
criteria for high quality PE (http://www.
PE and PA.
aahperd.org/naspe/stars/pdf_files/
Structure and discipline are
criteria_super06.pdf) that you can use
important for a successful PE
to judge your school’s PE program. Since
program. Organization and
policy makers respond to stories, you can
discipline are vital to maximize the
use the examples provided here to convince
time children spend being active
others that quality PE programs are possible
and learning in PE. Locker room
in all schools.
discipline and dressing out, enforced
by the principal, can help set the tone
for a PE class. A regular warm up
routine and published lesson plans
Success Stories From California Schools That Have Achieved Excellent PE Programs
15
PE GRANTS
RESOURCES
This list includes sources for funding and
Policy Goals
for Improving
PE in California
grant writing tips:
The California Endowment in partnership
School Grants
http://www.schoolgrants.org/
NASPE
with researchers at San Diego State
University and University of California
Los Angeles has developed a list of
http://www.aahperd.org/NASPE/
grant_opp.html
fundamental policy priorities for PE.
PE Links 4 U
recommendations provided by California
http://www.pelinks4u.org/links/advocacy.
htm
Department of Education, the National
PE Central
the Center for Disease Control and
http://www.pecentral.org/websites/
fundingsites html
Sportime
This list was developed after reviewing
Association of School Boards of Education,
Prevention, the American Alliance for
Health, Physical Education, Recreation
https://www.sportime.com/sportimeshared/pegrants/opportunities.jsp
& Dance and after consulting with PE
California PE Resources Freebies: for
state level in California. This list emphasizes
companies that will demonstrate
the priorities of The California Endowment
activities in schools
http://www.stan-co.k12.ca.us/calpe/
Freebies.html
National Association of Elementary School
specialists at the local, district, county and
which includes reducing health disparities.
.
Ensure PE minutes provided to each student
Principals (NAESP)
meet or exceed state requirements by improved
http://www.naesp.org/ContentLoad.
do?contentId=917
monitoring and enforcement.
.
CDC Healthy Youth Funding database
specialists who receive continuing professional
http://apps.nccd.cdc.gov/HYFund/list.asp
development. If classroom teachers provide
Grant Writing Chatboard
PE instruction, they must receive adequate
http://teachers.net/projects/grants/
Sportwall
http://www.sportwall.com/grantssponsorships-education.shtml
Ensure all PE classes are taught by certified PE
training in PE instructional methods.
.
Encourage the adoption and implementation
of activity-focused PE curricula that
are research-based or consistent with
content standards.
4.
Increase requirements for PE minutes
in elementary schools.
16
Physical Education Matters
5.
Eliminate exemptions from PE, except
for medical contraindications.
6.
Ensure PE class sizes are consistent with
those of other subjects.
7.
Ensure there are adequate indoor and outdoor
facilities and sufficient equipment for PE.
8.
Target funding for improving PE quantity
and quality to schools serving low
income communities.
9.
Enhance the value of PE within the education
community by including PE in school
accountability measures, including PE
grades in GPA’s used by universities,
and add PE as a core subject in the federal
No Child Left Behind act.
Success Stories From California Schools That Have Achieved Excellent PE Programs
17
CLAIRE - THIS SHOULD BE UPDATED.
This report was completed by a team based at San Diego State University and the Active
Living Research Program, UCLA School of Public Health’s Center to Eliminate Health
Disparities and the California Center for Public Health Advocacy.
The California Endowment commissioned this report as part of their efforts to improve
physical activity, prevent childhood obesity, and reduce health disparities in California.
Further reports on PE and physical activity for California youth are forthcoming to inform
discussions about needed policy changes.
Suggested citation: San Diego State University. Physical Education Matters. A Full Report
from The California Endowment. Los Angeles, CA. October 2007. www.calendow.org.
Please visit http://www.healthyeatingactivecommunities.org/resources1_4.php
for other briefs in this series, instructions for obtaining hard copies, and links to resources.
Funded by and prepared for:
1000 N. Alameda Street
Los Angeles, CA 90012
800.449.4149
www.calendow.org
CPA/Physical Education Matters-Success Stories
18
TCEPhysical
0207-08
Education Matters